Changing expressions of general intelligence in development: A 2-wave longitudinal study from 7 to 18years of age

Žebec, Mislav Stjepan; Δημητρίου, Ανδρέας; Kotrla-Topić, Marina

doi:10.1016/j.intell.2015.01.004

Cited by 26 publications

(11 citation statements)

References 30 publications

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“…However, working memory at the first testing predicted shifting at the second testing (.79). These patterns are consistent with the patterns recently found by Zebec, Demetriou, and Topic (2015). Note: Asterisks mark significant relations and superscripts mark fixed relations.…”

Section: Resultssupporting

confidence: 91%

On the structure and development of executive functions in middle and late childhood: Remodeling and Commentary on Brydges, Fox, Reid, and Anderson

Δημητρίου

Spanoudis

2015

Intelligence

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Section: Resultssupporting

confidence: 91%

On the structure and development of executive functions in middle and late childhood: Remodeling and Commentary on Brydges, Fox, Reid, and Anderson

Δημητρίου

Spanoudis

2015

Intelligence

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“…All cognitive tests used here are described in Žebec, Demetriou, and Kortla-Topić [59]. Specifically, the MID-KOGTESTER1 was used to test speed of processing, selective, and divided attention.…”

Section: Study 2: Transition From Rule- To Principle-based Thoughtmentioning

confidence: 99%

Mind-Personality Relations from Childhood to Early Adulthood

et al. 2018

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We present three studies which investigated the relations between cognition and personality from 7 to 20 years of age. All three studies showed that general cognitive ability and the general factor of personality are significantly related throughout this age span. This relation was expressed in several ways across studies. The first investigated developmental relations between three reasoning domains (inductive, deductive, and scientific) and Eysenck’s four personality dimensions in a longitudinal-sequential design where 260 participants received the cognitive tests three times, and the personality test two times, covering the span from 9 to 16 years. It was found that initial social likeability significantly shapes developmental momentum in cognition and vice versa, especially in the 9- to 11-year period. The second study involved 438 participants from 7 to 17 years, tested twice on attention control, working memory, reasoning in different domains, and once by a Big Five Factors inventory. Extending the findings of the first, this study showed that progression in reasoning is affected negatively by conscientiousness and positively by openness, on top of attention control and working memory influences. The third study tested the relations between reasoning in several domains, the ability to evaluate one’s own cognitive performance, self-representation about the reasoning, the Big Five, and several aspects of emotional intelligence, from 9 to 20 years of age (N = 247). Network, hierarchical network, and structural equation modeling showed that cognition and personality are mediated by the ability of self-knowing. Emotional intelligence was not an autonomous dimension. All dimensions except emotional intelligence influenced academic performance. A developmental model for mind-personality relations is proposed.

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“…In both theoretical and empirical terms, AACog is conceived as a common core similar to g F, with different levels of IQ that would correspond to the different types of representations and problem-solving that a child can master [76,77]. AACog operates from the very early stages of infancy, although the relative contribution of each process may vary as a function of age, and progresses through four major developmental cycles, each comprising two phases [74,78,79,80,81]. Specifically, in a first phase, new representations emerge and next they are aligned, with each cycle terminating with insights about the cycle’s representations [82].…”

Section: Intelligence Across Development: a Dynamic Conceptmentioning

confidence: 99%

Intelligence as a Developing Function: A Neuroconstructivist Approach

Rinaldi

Karmiloff‐Smith

2017

J. Intell.

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Abstract:The concept of intelligence encompasses the mental abilities necessary to survival and advancement in any environmental context. Attempts to grasp this multifaceted concept through a relatively simple operationalization have fostered the notion that individual differences in intelligence can often be expressed by a single score. This predominant position has contributed to expect intelligence profiles to remain substantially stable over the course of ontogenetic development and, more generally, across the life-span. These tendencies, however, are biased by the still limited number of empirical reports taking a developmental perspective on intelligence. Viewing intelligence as a dynamic concept, indeed, implies the need to identify full developmental trajectories, to assess how genes, brain, cognition, and environment interact with each other. In the present paper, we describe how a neuroconstructivist approach better explains why intelligence can rise or fall over development, as a result of a fluctuating interaction between the developing system itself and the environmental factors involved at different times across ontogenesis.

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Changing expressions of general intelligence in development: A 2-wave longitudinal study from 7 to 18years of age

Cited by 26 publications

References 30 publications

On the structure and development of executive functions in middle and late childhood: Remodeling and Commentary on Brydges, Fox, Reid, and Anderson

On the structure and development of executive functions in middle and late childhood: Remodeling and Commentary on Brydges, Fox, Reid, and Anderson

Mind-Personality Relations from Childhood to Early Adulthood

Intelligence as a Developing Function: A Neuroconstructivist Approach

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